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Hits 121 – 130 of 130

121
Preventing reading difficulties in young children
Stanovich, Keith E.; Scarborough, Hollis S.; Sulzby, Elizabeth. - Washington, DC : National Acad. Press, 1998
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UB Frankfurt Linguistik
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122
Foundations of reading acquisition and dyslexia : implications for early intervention
Larsen, Kim G. (Mitarb.); Greaney, Keith T. (Mitarb.); Nicholson, Tom (Mitarb.). - Mahwah, NJ : Erlbaum, 1997
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UB Frankfurt Linguistik
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123
Quality and use of phonological representations in poor and normal readers
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124
A psycholinguistic framework. - Children's speech and literacy difficulties ; [1.] : A psycholinguistic framework. -
Stackhouse, Joy; Wells, Bill. - London : Whurr, 1997
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UB Frankfurt Linguistik
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125
Writing systems, brain structures and languages : a neurolinguistic view
Cossu, Giuseppe (Mitarb.); Wimmer, Heinz (Mitarb.); Frith, Uta (Mitarb.)...
In: Writing development. - Amsterdam [u.a.] : Benjamins (1997), 241-291
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126
Cognitive profiles of reading-disabled children : comparison of language skills in phonology, morphology and syntax
In: Speech research. - New Haven, Conn. : Haskins Laboratories (1994-1995) 119-120, 81-93
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127
Psycholinguistic aspects of dyslexia
Share, David L. (Mitarb.); Bon, Wim H. J. van (Mitarb.); Schreuder, Robert (Mitarb.)...
In: Current directions in dyslexia research. - Lisse : Swets & Zeitlinger (1994), 147-219
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128
The relationship between speech-language impairments and reading disabilities
In: Journal of speech and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 36 (1993) 5, 948-958
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129
Are cognitive skills a prerequisite for learning to read an write?
In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 7 (1990) 1, 21-40
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130
What does it mean to ask whether cognitive skills are prerequisite for learning to read and write? : A response to Cossu and Marshall
In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 7 (1990) 1, 41-48
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